In the Spring of 2017 I mentored my site administrator in the use of some Google Apps (Google Docs, Google Sheets, and Gmail. Throughout this process we were both learning. I was learning how to effectively teach an adult, who was my supervisor, and she was learning how to better use technology resources to make her job easier. I had to design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment to help teach my supervisor. She learned strategies to help make her job easier and also learned ways that technology could be used by teacher in the classroom. This helped her to see the importance of initiating and sustaining technology innovations and manage the change process in schools and classrooms.
We worked together a couple of times each month to determine what was working for her and to assess if she needed more help with anything from the previous session. I wanted to be sure that I was assisting her in a way that would be helpful to her in the long run. This helped to insure that all of her needs were being met and to inform the content and delivery of my technology-related professional learning program for my site administrator. We worked together well demonstrating professional ethics, democratic principles, and collaborative learning communities that helped both of us stay productive and to not get too frustrated.
Below is a copy of the paper I wrote about my experience mentoring my site administrator. I evaluated the results of my program to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. I wish there were more opportunities like this for mentorships. The knowledge both I and my site administrator received, and the bond we formed were invaluable to both of our professions.
We worked together a couple of times each month to determine what was working for her and to assess if she needed more help with anything from the previous session. I wanted to be sure that I was assisting her in a way that would be helpful to her in the long run. This helped to insure that all of her needs were being met and to inform the content and delivery of my technology-related professional learning program for my site administrator. We worked together well demonstrating professional ethics, democratic principles, and collaborative learning communities that helped both of us stay productive and to not get too frustrated.
Below is a copy of the paper I wrote about my experience mentoring my site administrator. I evaluated the results of my program to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. I wish there were more opportunities like this for mentorships. The knowledge both I and my site administrator received, and the bond we formed were invaluable to both of our professions.
Goal 8: Educators develop and maintain professional, moral, and ethical attitudes, behaviors, relationships, and habits of mind.
SOE Goals
a. remain current in knowledge of content and teaching practice. (K)
b. participate in and contribute to the teaching profession. (S)
c. communicate effectively with students, colleagues, and supervisors. (S)
d. demonstrate professional ethics, democratic principles, and collaborative learning communities. (D)
ISTE Standards (NETS-C)
1d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms
6b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice
4a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
4b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment
4c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning
SOE Goals
a. remain current in knowledge of content and teaching practice. (K)
b. participate in and contribute to the teaching profession. (S)
c. communicate effectively with students, colleagues, and supervisors. (S)
d. demonstrate professional ethics, democratic principles, and collaborative learning communities. (D)
ISTE Standards (NETS-C)
1d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms
6b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice
4a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
4b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital-age best practices in teaching, learning, and assessment
4c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning